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Unit Synopsis
Focusing on global public health concerns and current priorities will ensure you are equipped with the most current knowledge and skills needed to address the ever-evolving health challenges worldwide. The COVID-19 pandemic highlighted the interconnectedness of global health and the necessity for a coordinated international response. The ongoing issues of health inequities and the impact of globalisation on health systems are critical areas that require your attention. This unit will emphasise current public health priorities to enable you to develop innovative solutions, implement effective policies, and contribute to building resilient health systems. Additionally, addressing contemporary issues aligns with global health agendas, including the Sustainable Development Goals (SDGs), fostering a comprehensive understanding of the complex factors influencing health outcomes on a global scale. By engaging with these priorities, you will be better prepared to tackle contemporary health challenges and respond effectively to emerging and future crises, ensuring that you can make a significant impact in the global health system.
Details
| Level | Postgraduate |
|---|---|
| Unit Level | 9 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 2 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
There are no pre-requisites for the unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 1 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Written Assessment | 60% |
| 2. Presentation | 40% |
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .
Term 1 - 2025 : The overall satisfaction for students in the last offering of this course was 85.71% (`Agree` and `Strongly Agree` responses), based on a 30.88% response rate.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Source: SUTE
Assessments need much clearer expectations and marking criteria. Assessment feedback should be provided prior to next assessment item.
Assessment 1 was due in week 5 of the term and assessment 2 in week 12. All students received feedback on assessment 1 around week 8. But there were some whose assessments raised possible academic integrity issues. Therefore, perhaps a handful of students’ feedback was delayed. It is recommended that, to maintain high quality teaching and learning, feedback on assessment 1 should be provided prior to assessment 2 submission.
The unit was revised, and assessments were redesigned to address previously identified issues.
Source: SUTE
The class should be in small number of students as it's easy to learn and no noise in class
We have tried to maintain a cap on the number of students according to room capacities. Due to unavailability of classrooms, there were some issues at the beginning of the term. But we addressed that as the teaching term continued. We will try to maintain reasonable class size wheneverpossible.
In 2025, several classes had low student enrolments.
Source: SUTE Unit Comments Report
Assessment 2 design and marking criteria needed to be more specific to assist learning and performance.
Assessment 2 will be redesigned to support the development of students’ presentation skills. Each student will deliver a three-minute presentation outlining their proposed project ideas during the class with their peers. The assessment criteria will be further refined to align with the revised task.
In Progress
Source: SUTE Unit Comments Report
At the time of completing this unit evaluation, assessment results were not live, so unable to give proper response for 'useful feedback on assessments'.
The sequence of assessments will be adjusted to ensure students receive timely feedback on their proposed project ideas during in-class presentations with their peers. This change is intended to support students in refining their project proposals, which represent a significant component of the unit.
In Progress
Source: SUTE Unit Comments Report
The unit excels through its interactive approach and use of practical examples to enhance conceptual understanding.
The teaching strategy will continue to emphasize an interactive engagement approach.
In Progress
On successful completion of this unit, you will be able to:
- Critically assess the structure and function of global health systems, identifying key components and their roles in delivering health services.
- Analyse the impact of determinants on health outcomes and explain how they align with and contribute to the Sustainable Development Goals (SDGs).
- Identify and evaluate emerging public health issues, including the Global Burden of Disease (GBD), and propose evidence-based solutions to address these challenges.
- Examine the influence of political determinants on health policies, comparing differences within and between countries, and assess their impact on health outcomes.
- Develop and advocate for strategies that promote health equity and uphold human rights, focusing on improving health outcomes for marginalised and vulnerable populations.
Not Applicable
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment | • | • | • | • | • |
| 2 - Presentation | • | • | • | • | • |
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | • | • | • | • | • |
| 2 - Communication | • | • | • | • | • |
| 3 - Cognitive, technical and creative skills | • | ||||
| 4 - Research | • | • | • | • | • |
| 6 - Ethical and Professional Responsibility | • | • | • | • | • |
| 7 - Leadership | • | • | • | • | • |
| 8 - Aboriginal and Torres Strait Islander Cultures | • | ||||
| Assessment Tasks | Graduate Attributes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 8 | |